For a second-grade student significantly behind grade-level reading expectations, which instructional choice is BEST for Sharon's reading instruction?

For a second-grade student significantly behind grade-level reading expectations, which instructional choice is BEST for Sharon's reading instruction?

• A. Rely on whole-class instruction only.
• B. Focus only on phonics drill.
• C. Provide individualized instruction for Sharon in addition to small group and whole group instruction.
• D. Use computer-based independent practice exclusively.

Answer: (C)

When a second-grade student is significantly behind, instruction needs to be differentiated and delivered through multiple formats to address different gaps. Providing individualized instruction in addition to small-group and whole-class sessions allows targeted, explicit support for Sharon’s specific needs—such as decoding, sight word recognition, and fluency—while still keeping her connected to grade-level goals through group instruction. This approach ensures she gets one-on-one or very focused guidance to close gaps, and receives practice in a shared setting that reinforces comprehension, vocabulary, and reading strategies with peers. Ongoing progress monitoring helps adjust the supports as Sharon advances. Relying only on whole-class instruction, drilling alone on phonics, or using computer-based practice exclusively misses the personalized feedback and guided practice crucial for catching up and building independent reading skills.

When a second-grade student is significantly behind, instruction needs to be differentiated and delivered through multiple formats to address different gaps. Providing individualized instruction in addition to small-group and whole-class sessions allows targeted, explicit support for Sharon’s specific needs—such as decoding, sight word recognition, and fluency—while still keeping her connected to grade-level goals through group instruction. This approach ensures she gets one-on-one or very focused guidance to close gaps, and receives practice in a shared setting that reinforces comprehension, vocabulary, and reading strategies with peers. Ongoing progress monitoring helps adjust the supports as Sharon advances. Relying only on whole-class instruction, drilling alone on phonics, or using computer-based practice exclusively misses the personalized feedback and guided practice crucial for catching up and building independent reading skills.